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Stephanie DeOliveiraMueller/English 611Final Curriculum Unit11 May 2016

Teaching Dystopias Through Feed

Why Dystopias?

Because the dystopian genre, by definition, brings awareness to readers of current societal

issues and “requires [them] to consider the implications of the world in which [they] are presently

situated” (Dimock, et al. 93), there is a strong argument to be made in incorporating young adult

dystopian novels into school curriculums. Many scholars and teachers, who feel a responsibility

to create critical consciousness in their students, adimately defend teaching dystopias as a way of

introducing students to aspects of society that they had not yet challenged, or perhaps even

considered.

In his article entitled “Reading for a Better World: Teaching for Social Responsibility With

Young Adult Literature,” Steven Wolk explains that adolescents today know much less about the

society in which they live than their predecessors. He explains that “in a survey that asked 12

questions on well-publicized current events, 18–29-year-olds had an average of only 5.5 correct.

Nearly half could not name the Speaker of the House or the president of Russia, and 60% did not

know how many American troops had been killed in Iraq” (667). More and more, then, teachers

are arguing that their job goes beyond teaching the basics of Social Studies, English Language

Arts, Science, or Math. Although the No Child Left Behind Act forces teachers to dedicate much

of their teaching time on teaching to the standardized tests (Guilfoyle), they are also making time

to teach students more about the problems in their society. Additionally, they are giving students

the opportunity to act on those problems because, as Wilkinson states, “students are eager to make

an impact; we should call on them to act” (27). Some teachers are even arguing that teaching

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social responsibility to students is the teacher’s main purpose; “our purpose is a civic purpose: to

prepare students for their role as citizens in a democratic society” (Dimock, et al. 92).

Going further, Wolk makes a case for deep reading as a component of democracy itself,

stating, “a democracy requires people that do read, read widely, and think and act in response to

their reading” (665). As readers are tasked with responding to readings, dystopian novels provide

teachers with the perfect way of introducing that task to students. Rachel Wilkinson, who has a

similar philosophy as Wolk, states, “I teach dystopian literature, which exaggerates our modern

context so that we can challenge it” (22). She goes on to explain that dystopian literature provides

students with “a glimpse into a horrifying but fully possible future” (22) and helps them

“deconstruct their contexts, which is crucial now more than ever” (26). The dystopian genre does

this, as Amy Basbas explains, through its many challenging themes, including abuse of

government power, war, dehumanization, and social class disparity (5). Through the novel's

interrogation and redesignation of these social structures, students start making connections

between the fictional world created by the dystopian author and the real world in which they reside

(Neverow-Turk & Turk 5). Following Freire’s idea that “critical understanding leads to critical

action” (40), once these connections are made, the hope is that students will desire to make

changes.

Unit Objectives

The overarching goal of this unit, then, is to provide 10th grade students with an

introduction to the dystopian genre, and through this introduction, introduce students to the societal

issues addressed within dystopian texts. Possessing this knowledge of societal issues will hopefully

allow them to not only understand the world around them better but also become better citizens of

the world.

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A secondary objective of this unit is to develop more autonomous students; by providing

the students with an opportunity to create an understanding of the dystopian genre by doing the

intellectual work themselves, they will form deeper connections to the text and consequently, a

deeper understanding of it.

Pedagogical Approach

To ensure that students are active participants in these goals, students will often be asked to

take the lead in discussing the societal issues. After choosing a societal issue they feel particularly

interested in and identifying the corresponding theme in the novel, Feed, each student will be put

into a “theme team” and asked to find examples of that theme throughout the text. Along with

textual evidence, students will be asked to find articles, images, videos, etc. describing the societal

issue that relates to their theme and eventually present their findings. In this way, students have

autonomy in their reading and do the intellectual work that Sheridan Blau admits “was teaching

[him] more than anything [he] could do for [his] students would teach them” (2). Providing

students with opportunity to create learning experiences for themselves and each other will

guarantee that they are actually learning about the important societal issues addressed in the novel.

Assessments

In order to ensure that students are thinking deeply about their selected theme from Feed, at

the end of the unit, students will complete a two-part summative assessment. The first part will

focus on each individual student’s understanding of his/her dystopian theme. It will ask them to

write a two to three page essay in which they explain how their novel theme is critiquing an aspect

of contemporary society. To ensure that students are not being forced to agree with M.T.

Anderson’s critique of society, they will be given the option to make an argument supporting his

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critique (by finding parallels between the society in Feed and our society) or critiquing it (by

finding explicit examples in society that disprove his conclusions).

The second part of the assignment will ask students to work in their theme teams to create a

video explaining their theme to the class; this will allow all students to have an understanding of

each theme without overwhelming them with a task as great as closely analyzing and focusing on

all the themes in the novel. This part of the assignment also provides students with autonomy as

they are the ones that are teaching the materials to their peers.

I intentionally placed the explanation of this assignment at the beginning of the unit

because it allows students to focus on their theme while reading the entire novel; they will be

expected to take detailed notes throughout the unit that are focused on their theme and how their

theme relates to our current society.

It is my hope that this unit provides students with the opportunity to think deeply and

critically, be more autonomous, and develop critical consciousness.

What Makes a Dystopia?

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Book: Feed by M.T. AndersonGrade: 10thDuration of Classes: 54 minutesEssential Questions:What are the characteristics of dystopian fiction?What are common themes found in dystopias?How do changes in society influence dystopian writers?

Day 1ObjectivesStudents will be able to produce the characteristics of the dystopian genre after analyzing various dystopian texts and working collaboratively with said information.

Procedure1. Freewrite: What do you know about dystopias? What are characteristics of a dystopia? What are

some examples of dystopias?2. Show dystopian clips and images (e.g. a clip from the film version Divergent , first five images of a

google search for dystopia, a clip from V for Vendetta , and the children’s book The Lost Thing). Students will fill in worksheet (Appendix A) that asks them to take note of details and patterns they notice

3. Discuss patterns noticed first in groups, then as a whole class; this is a great opportunity to allow students with the autonomy to reach the definition of a dystopia on their own (with guidance and redirection from teacher when needed).

a. The vision of dystopia that students will be steered towards with the clips in one focused on the decline of humanity in the future due to societal problems today.

HomeworkRe-read your freewrite response. In 1-2 paragraphs, answer the following questions: Has your understanding of the dystopian genre changed since you wrote it? How? Be specific.

Day 2ObjectivesStudents will be able to identify recurring themes in dystopian novels/movies. Students will also be able to close read and discuss the first four pages of Feed.

Procedure1. Students start the class by brainstorming popular themes in dystopian novels/movies2. Students will then choose between the five major themes/social critiques in Feed (i.e. consumerism,

identity, environment, technology, and language) and will be put into theme teams accordingly3. Students will then be assigned the major assignment of the unit (Appendix B), so that they are

reading closely and annotating the novel through the unit4. Teacher passes out books5. Students close read pages 1 and 2 of Feed together as a class, focusing on the unfamiliar words (e.g.

null, unit, lo-grav), which will be used to start a class dictionary for the novel. Discussion questions:a. Where is the setting? Why did the moon completely suck? What does this imply about this

group?b. Who do you think the narrator is? What does he/she look like in your mind? Why do you

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think that is?c. Why do you think the author chose to include made-up words?

6. Students will spend the rest of class close-reading pages 3 and 4 in pairs.

HomeworkRead and annotate chapters 1 and 2 of Feed. Bring your favorite commercial or piece of magazine advertisement to class tomorrow.

Day 3ObjectivesStudents will be able to draw connections between the novel and contemporary society. Students will also be able to close-read a passage from Feed in order to understand its meaning and how it connects to the novel as a whole. Additionally, students will be able to analyze and critique popular advertisements.

Procedure1. Students will all show their favorite advertisement.2. Students will then re-read the passage in chapter 2 (Appendix C) where the narrator is comparing

the advertisement of the moon (happy, sparkly, and fun) to the actual moon (boring, dark, and dingy). Students will discuss, as a class, what this passage is trying to convey.

3. Students will re-watch a view of the chosen advertisements, this time considering the question: does this advertisement alter or manipulate the product it is trying to sell?

4. As a class, students will discuss if the advertisement is truthful or fair; they will discuss whether or not they own the products that their favorite advertisement is selling; they will discuss the techniques the advertisements make to market to teenagers and/or a specific group of people?

5. Once they have discussed, they will be asked to work in pairs to create their own advertisement. They may choose whatever (appropriate) product they would like. Their task is to create an advertisement that is true to the product but simultaneously convinced the viewers that they should have it. This advertisement should have a slogan.

6. Groups will share their advertisements7. Freewrite: Was it challenging to create an honest but compelling advertisement? Do you think this

is a similar process to those of the actual people making advertisements?

HomeworkRead and annotate chapters 3 and 4.

Day 6ObjectivesStudents will be able to make claims about technology in the novel and support those claims with evidence from the text.

Procedure1. Barometer Activity: The teacher will tell students which wall is “strongly agree” and which is

“strongly disagree.” Students will be instructed to go where ever best fits their opinion/belief. The teacher should note that they do not need to pick either extreme but can decide to be somewhere on the spectrum between the two. They will then form an opinion and decide where to stand for a few

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statements (Appendix D)2. Students will briefly discuss their opinions on each of these (with one or two students sharing for

each statement).3. Students will then choose one of the statements to elaborate on in a freewrite.4. Class discussion on technology in the novel, making sure students are citing specific passages5. Read chapter 9 as a class.

HomeworkRead and annotate chapter 10.

Day 13

ObjectivesStudents will be able to analyze the theme of identity as a group. Students will also be able to share relevant information, listen to others, and build on each other’s ideas.

Procedure1. Teacher will review the rules and expectations for the inner circle/outer circle discussion (e.g. one

person talking, encourage others to speak, everyone must participate, no raising hands necessary, good quality questions and comments, quiet from outer circle, etc.).

2. Inner-circle/outer-circle:a. Inner-circle: Discussion on the theme of identity (using the past night’s homework as a

guide - Appendix E)b. Each student in the outer circle will have one of the following questions to answer as they

observe the inner circle:➢ Who shows active listening by building on what others say? What topic did they build on?➢ Who are the students who bring up something they observed? Which students make an observation

that starts a deeper discussion?➢ Keep a tally of all the “likes,” “uhs,” and “ums.” Who uses them, and how many of each?➢ Determine who read and prepared for today. Who are you unsure about? How do you know?➢ Who encourages others (especially quiet ones) to contribute? Who did they encourage?➢ Determine if anyone dominates the conversation so others aren’t included. Determine who

interrupts others.➢ Does anyone bring up or say anything that seems irrelevant to the discussion?➢ Are there any discussion topics brought up that you do not feel were answered or discussed

thoroughly? What are they?➢ Who shows active listening by making eye contact, looking at the text, and allowing others to

speak?➢ Who are the students who ask questions? Who are the students who attempt to answer questions?➢ Which students connect a topic in the text to something from the real world? What did they

connect?➢ Who on the outer circle is not paying close attention to his or her task? How do you know?➢ Who referred to the text by either reading from it or citing page numbers? What did they refer to?

c. Outer circle reports d. Inner-circle and outer-circle switch places and roles e. Outer circle reports

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3. Quickwrite: What is the main idea you learned about the theme of identity? How is it used in the novel? 4. Whole group discussion

HomeworkRead and annotate chapters 23 and 24.

Day 20ObjectivesStudents will be able to analyze the theme of environment in the novel by close-reading a passage focused on the subject. Students will also be able to build on their own knowledge of the novel after collaborating with peers in groups and discussing answers in detail.

Procedure1. Jigsaw Activity

a. Students will work in groups to close-read and analyze a specific passage from Feed about the environment (Appendix F).

b. Students will answer the following questions about their passage as a group:i. Summarize the passage. What is the main idea?

ii. How does this relate to the novel as a whole?iii. What does this passage reveal about the environment of this future society?iv. Does this relate to our current society at all? If so, how? If not, why not?

c. Once every group has finished finalizing their answers, they will be put into groups in which every group member has analyzed a different passage.

d. Within these groups, they will each share their group’s answer, allowing everyone else in the group time to write down those answers in their own words. (They will also be asked to elaborate on those answers when possible.)

e. Students within these groups with then brainstorm how each of these passages work together to make a main point about the environment.

f. There will then be a short whole-class discussion on the environment and how it is used in the novel.

HomeworkRead and annotate chapters 37 and 38.

Day 31

ObjectivesStudents will be able to identify key terms, concepts, themes, and characters and explain their significance in the text. Students will also be able to collaborate to create detailed explanations of terms from Feed.

Procedure1. Think-Pair-Share: Students will independently think of key terms, concepts, themes, and characters

in Feed. They will then pair up with the person next to them and create a list of these words. Students will volunteer words on their lists to the class (while the teacher writes them on the board) until students feel the list is complete.

2. The list will be divided evenly between all of the pairs. [This can be done either by having the

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teacher simply assign each pair with a number of words or by having students go around and select one or two words at a time until all the words are selected.]

3. Students will spend the rest of class becoming experts on each of their terms. Each pair will be asked to write and turn in a detailed explanation of each word for which they are responsible. [The teacher will use these explanations to make the taboo game slides.]

HomeworkWrite a paragraph answering the following question:We have discussed that M.T. Anderson is critiquing societal issues present in today’s society. There is evidence that one of those critiques is about language in our society. What do you think his critique of language is? (Hint: juxtapose the way Violet and her dad talk to the way Titus’ friends and family talk.) Include at least one piece of textual evidence to support your ideas.

Day 32ObjectivesStudents will be able to collaborate as a team in order to successfully play Taboo. Students will also be to draw connections between the theme of language in Feed and the game by identifying the idea that limiting words can stifle ideas.

Procedure1. Students will review characters, themes, author, chapter/part titles, colloquialisms/slang words, and

anything else they think is important in Feed2. Students will play Taboo game!

a. They will be divided into two big teams. [Optional: students choose their team names.]b. They will be told the rules of taboo.c. Teams will choose team leader who will play Rock, Paper, Scissors to determine which

team will start. Team leader will also be in charge of ensuring that everything goes smoothly and that everyone on the team that wants a turn gets a turn.

d. The teams will take turns playing one-minute rounds using the taboo Slideshow [Note: if there are technical difficulties, use index card version.]

3. Freewrite: Agree/disagree - For an idea to exist, we must have words to express it. Consider both yourself and the characters within Feed.

4. Class discussion/debrief: Why was the game so frustrating? How did it feel having so many restrictions on what you could and could not say? Refer back to your homework from last night; how is language working in the text? What do you think Anderson’s goal was in making a society in which language was so limited? Why has language become so limited in their society?

HomeworkWatch Melissa Lozada-Oliva’s "Like Totally Whatever" spoken word poem. In one or two paragraphs, answer the question: How does her view of language compare to that of M.T. Anderson’s in Feed? Juxtapose the two texts.

Day 33ObjectivesStudents will be able to analyze the spoken word poem “Like Totally Whatever” and identify the text’s

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main idea. Students will also be able to juxtapose the poem with the stance of language in Feed.

Procedure1. Students will re-watch the spoken word poem "Like Totally Whatever.” They will also be given a

written copy of the poem to annotate.2. Students will then share what they wrote for homework to the person next to them.3. After sharing, students will work together with their partner to identify the most compelling parts of

the two texts’ argument on language.( They will be encouraged to find the strengths and weaknesses of each article instead of simply choosing one as completely right and the other completely wrong.)

4. Once students have done that, they will share their insights to the class.5. The rest of class will be spent using a critical eye to analyze and complicate the themes presented in

Feed. Do you agree with the critique the author offers? Do you see a future in our society that resembles the society in the novel? Are you trained to agree with whatever is studied and analyzed in a school setting? Does this somehow relate to the dystopian idea of conformity?

HomeworkWork on presentation.

Day 35ObjectivesStudents will be able to lead a short discussion on their theme. Students will also be able to identify the main idea of other groups’ presentations and explain them on a worksheet.

Procedure1. Group 1 (Consumerism) will present their video, ask their discussion question, allow students time

to freewrite respond to it, and lead a short discussion. The rest of the class will be responsible for filling out the worksheet (Appendix J) during their presentation.

2. Group 2 (Technology) will present their video, ask their discussion question, allow students time to freewrite respond to it, and lead a short discussion. The rest of the class will be responsible for filling out the worksheet during their presentation.

3. Group 3 (Identity) will present their video, ask their discussion question, allow students time to freewrite respond to it, and lead a short discussion. The rest of the class will be responsible for filling out the worksheet during their presentation.

4. Group 4 (Environment) will present their video, ask their discussion question, allow students time to freewrite respond to it, and lead a short discussion. The rest of the class will be responsible for filling out the worksheet during their presentation.

5. Group 5 (Language) will present their video, ask their discussion question, allow students time to freewrite respond to it, and lead a short discussion. The rest of the class will be responsible for filling out the worksheet during their presentation.

Appendix A: Finding Dystopian Traits

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Name __________________________________________ Date____________ Block ________

What Traits Are Required To Classify A Text As Dystopian?Directions: As you examine the film clips and images (that are already classified as dystopian), take careful notes on the details and patterns that you notice. These details and patterns are the key to unlocking the genre. Record all your thoughts on the chart below.

Clip/Image Details I Noticed Patterns I Noticed

Appendix B: Summative Assessment

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Feed Theme Project AssignmentTheme

The theme of a work of literature is the comment the author makes about his subject matter, a revelation about the behavior of human beings or the conduct of society, an insight into the human condition. It is the insight we gain from thinking about what we have read. The theme of a literary work is its underlying central idea, or the

generalization it communicates about life. At times, the author’s theme may not confirm or agree with your own beliefs, but even then, if it is skillfully written, the work will still have a theme that illuminates some aspects of

true human experience.

My selected theme in Feed ___________________________________________________________ Part I: Individual Assignment First, consider the questions:1. What do characters do that helps illustrate this theme?2. What do characters say that helps to illustrate this theme?3. What events take place in the work that help to illustrate this theme?4. Are there any recurrent images or clusters of images? Do these images support the idea or theme that you find in the theme?5. What does the narrator say that helps to illustrate this theme?

Next, use your responses to these questions to write a 2-3 page essay explaining how your theme in Feed is critiquing an aspect of contemporary society. You may choose to agree or disagree with the M.T. Anderson’s critique. As always, you will be expected to incorporate textual evidence to support your claims.

Due Date: Day 30

Part II: Group AssignmentOn day 30, you will provide a short summary of your paper to your theme team. You will then work together to find the similarities between all of your theme ideas. Once you have brainstormed that, you will work together to make a video explaining your theme to the class. Video ideas:❖ Anchorpeople from the future❖ Present-day fortune tellers looking into the future❖ A Ted talk❖ A spoken word poem❖ Music video❖ Any video that explains your theme - be creative!

Each group should prepare one discussion question to ask the class about their theme.

Presentation Day: Day 35

Appendix C: Advertisement Passage and Discussion Questions

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PassageWhen we got off the ship, our feeds were going fugue with all the banners. The hotels were jumping on each other, and there was bumff from like the casinos and mud slides and the gift shops and places where you could rent extra arms. I was trying to talk to Link, but I couldn't because I was getting bannered so hard, and I kept blinking and trying to walk forward with my carry-on. I can't hardly remember any of it. I just remember that everything in the banners looked goldy and sparkling, but as we walked down to the luggage, all the air vents were streaked with black. (2.2)

Possible Discussion Questions1. What are the banners the narrator is referencing?2. Why couldn’t the narrator talk to Link? What does this suggest about technology and/or

advertisements? 3. Do you think this is a fair critique?4. When he states that the “banners looked goldy and sparkling,” what is he talking about? 5. How does the advertisement of the moon differ from the actual moon? What does this

suggest about advertisements? Do you think this is true?

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Appendix D: Barometer Activity Statements

1. If given the opportunity to have the feed, I would do it.

2. Technology has greatly improved society.

3. I think the author of Feed is trying to make an argument against technology.

4. When I think about the future of technology, it scares me.

5. The feed is definitely going to happen in the future.

6. Life would be really boring without technology.

Appendix E: Homework Assigned Day 12

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Read and annotate chapters 21 and 22. Write one paragraph responding to one of the following questions:

1. Do Titus's friends ever show a unique identity? Or are they all interchangeable?2. Is Violet completely fair in her description of the feed helping to "streamline" people's

tastes by "dividing everyone up into a few personality types"? To what extent might humans already be classified into certain "types"?

3. To what extent do you think Titus's parents behave like adults, and in what ways do they seem childlike? You might want to consider how Titus's dad speaks.

4. Consider Violet’s speech in chapter 22 (paragraph 12). What does this suggest about conformity? What (if anything) does this suggest about our society?

Appendix F: Jigsaw Activity Feed Passages

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Group 1 PassageShe took me up to a huge window. We stood in front of it. Outside the window, there had been a garden, like, I guess you could call it a courtyard or terrarium? But a long time ago the glass ceiling over the terrarium had cracked, and so everything was dead, and there was moon dust all over everything out there. Everything was gray.Also, something was leaking air and heat out in the garden, lots of waste air, and the air was rocketing off into space through the hole, so all of the dead vines in the garden were standing straight up, slapping back and forth, pulled toward the crack in the ceiling where we could see the stars. (15.5-6)

Group 2 PassageI remember seeing the hawks perched on street lamps, during those last days of the American forests. They had come from the mountains, maybe, or pine woods that were now two or three levels of suburb, but the hawks sat in our cities like kings. They would not look down from their lampposts as thousands of downcars went by underneath. It was like they sat alone on their Douglas firs. (QuiverChatter4.3)

Group 3 Passage"Jefferson Park? Yeah. That was knocked down to make an air factory.""You're kidding!" said Violet."Yeah, that's what happened," said Dad, shrugging. "You got to have air."Violet pointed out, "Trees make air," which kind of worried me because I knew Dad would think it was snotty.My father stared at her for a long time. Then he said, "Yeah. Sure. Do you know how inefficient trees are, next to an air factory?""But we need trees!""For what?" he said. "I mean, they're nice, and it's too bad, but like... Do you know how much real estate costs?"(27.10-16)

Group 4 PassageShe told me about the scales on butterflies, and the way animals lived in ducts, sometimes whole herds. People would hear the stampeding through their walls. There were new kinds of fungus, she said, that were making jungles where the cables ran. There were slugs so big a toddler could ride them sidesaddle. "The natural world is so adaptable," she said. "So adaptable you wonder what's natural." (36.3)

Group 5 Passage... which the President denied in an address early on Tuesday. "It is not the will of the American people, the people of this great nation, to believe the allegations that were made by these corporate 'watch' organizations, which are not the majority of the American people, I repeat not, and aren't its will. It is our duty as Americans, and as a nation dedicated to freedom and free commerce, to stand behind our fellow Americans and not cast... things at them. Stones, for example. The first stone. By this I mean that we shouldn't think that there are any truth to the rumors that the lesions are the result of any activity of American industry. Of course they are not the result of anything American industry has done. The people of the United States know, as I know, that that is just plain hooey. We need to remember... Okay, we need to remember that America is the nation of freedom, and that freedom, my friends, freedom does not lesions make." The President is expected to veto the congressional... (ChatterFeed3.1)

Appendix G: “Becoming An Expert” Worksheet

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Name __________________________________________ Date____________ Block ________

Becoming a Meg Expert of FeedDirections: With your partner, find as much information about your key concepts as possible. (Note: You will need to revisit the novel in order to do this.) Use that information to fill out the graph below.

Key Concept (e.g. terms, themes, characters)

Quote (Choose a piece of textual evidence that exemplifies the concept)

Explanation of Concept

EXAMPLE:

Violet’s DadViolet’s dad to Titus: "I am filled with astonishment at the regularity of your features and the handsome generosity you have shown my daughter" (28.8).

● Old-school professor who teaches “dead languages”

● He has an old version of the feed that isn’t in his head but rather on his back in the form of a backpack. He also uses special glasses.

● He speaks a fancier version of English to fight back against degrading language

● He loves his daughter and wants her to have everything she needs to success in this society - including the feed.

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Appendix H: Feed Taboo Slides

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Appendix I: Spoken Word Poem

Melissa Lozada-Oliva’s "Like Totally Whatever"

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Appendix J: Presentation Worksheets

Name __________________________________________ Date____________ Block ________

Presentation Worksheet

Group 1 Theme: ________________________________

Explain their theme. What is its purpose in the novel? When is it seen?

What is the main idea of their presentation?

Write a freewrite response to their discussion question here:

Group 2 Theme: ________________________________

Explain their theme. What is its purpose in the novel? When is it seen?

What is the main idea of their presentation?

Write a freewrite response to their discussion question here:

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Group 3 Theme: ________________________________

Explain their theme. What is its purpose in the novel? When is it seen?

What is the main idea of their presentation?

Write a freewrite response to their discussion question here:

Group 4 Theme: ________________________________

Explain their theme. What is its purpose in the novel? When is it seen?

What is the main idea of their presentation?

Write a freewrite response to their discussion question here:

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Works Cited/Consulted

Anderson, M. T. Feed. Cambridge, MA: Candlewick Press, 2002. Print.

"Barometer - Taking A Stand On Controversial Issues". Facing History and Ourselves. N.p., 2016. Web.

Blau, Sheridan D. The literature workshop: Teaching texts and their readers. Heinemann Educational Books, 2003.

Dimock, James P., Chad Kuyper, and Peggy Dimock. "A Rationale for Incorporating Dystopian Literature into Introductory Speaking Courses."GENERAL INTEREST (2009): 88.

"Feed". Shmoop.com. N.p., 2016. Web.

Guilfoyle, Christy. "Educational Leadership:NCLB: Taking Stock, Looking Forward:NCLB: Is There Life Beyond Testing?". Ascd.org. N.p., 2016. Web.

Lozada-Oliva, Melissa. Like Totally Whatever. Button Poetry. 2016. Web.

Neverow-Turk, Vara S., and David F. Turk. "Teaching Utopian Literature: Applying Mikhail Bakhtin's Theories in the Writing Class." Paper presented at the Annual Meeting of the National Council of Teachers of English (76th, San Antonio, TX, November 21-26, 1986)., 1986.

"Theme Analysis Essay Requirements". Staff.norman.k12.ok.us. N.p., 2016. Web.

Wolk, Steven. "Reading for a better world: Teaching for social responsibility with young adult literature." Journal of Adolescent & Adult Literacy 52.8 (2009): 664-673.